Evaluation Process
• A diagnosis of a child with a nonverbal learning disorder must include the criteria of a Verbal IQ-Performance IQ split of typically greater than 15 points with the performance IQ the lower of the two. Secondly, a social skills deficit, typically related to the understanding of nonverbal information, must be identified. Multiple other characteristics in the domains of motor, academic, visual/spatial and social/emotional may also be identified by an evaluation. Over the years the definition of NVLD has expanded, and signs and symptoms may overlap with such neurodevelopmental disorders such as Albright’s Syndrome, William’s Syndrome and Turner’s Syndrome. Children who demonstrate the full spectrum of primary, secondary, and tertiary deficits based on Rourke’s conceptualization are rare. However, many children can have various configurations of deficits and weaknesses that would still fall in the NVLD spectrum.
The developmental profile of a student with nonverbal learning disorders can be similar to that of a student with SLD, EBD, OHD, and ASD. How the symptoms of NVLD are manifested in a particular child will determine the eligibility criteria for which the student may be eligible. For example, if the NVLD manifests in acute behavioral issues, eligibility may be in EBD, in academics, SLD, in motor areas, OHD, and social issues, ASD.
Assessment Tools for Screening and Evaluation
A variety of evaluation procedures are used to determine an NVLD. There is no single list of tests for NVLD since the evaluation procedures are individualized. Still, some standardized assessment procedures commonly used in psychoeducational evaluations give school psychologists and special educators a significant opportunity to document and quantify weaknesses and deficits in visual processing, motor, social skills, and academic achievement often observed in children with NVLD. The following instruments are often used in special education evaluations in schools and are useful to diagnosticians when making a determination of NVLD.
Visual Processing (Perception, Spatial, Organization, Reasoning & Motor Integration)
• Wechsler Intelligence Scale for Children (WISC-III) Performance Scale subtests
• Woodcock–Johnson Tests of Cognitive Abilities (WJ-III) Spatial Relations, Concept Formation, Visual Matching, Analysis and Synthesis
• Stanford-Binet Test of Intelligence Visual and Quantitative Reasoning Clusters
• Berry & Bucktenica Developmental Test of Visual Motor Integration (VMI) Visual Memory
Woodcock–Johnson Tests of Cognitive Abilities (WJ-III) Picture Recognition
Stanford-Binet Test of Intelligence Bead Memory subtest Visual Attention
Test of Variables of Attention (TOVA)
Continuous Performance Test (CPT) – Conner’s Pragmatic Language
Comprehensive Assessment of Spoken Language (CASL)
Test of Language Competence (TLC) Social Skills Development
Social Skills Rating Scale
Behavioral Assessment System for Children (BASC)
Child Behavioral Checklist (CBCL)
Personality Inventory for Children (PIC)
Vineland Adaptive Rating Scale
Scales of Independent Behavior – Revised (SIB-R) Academic Achievement (Math & Written Language) • Woodcock–Johnson Tests of Achievement – III 1/22/2003 14
• Wechsler Individual Achievement Test – II
Visual Processing (Perception, Spatial, Organization, Reasoning & Motor Integration)
• Wechsler Intelligence Scale for Children (WISC-III) Performance Scale subtests
• Woodcock–Johnson Tests of Cognitive Abilities (WJ-III) Spatial Relations, Concept Formation, Visual Matching, Analysis and Synthesis
• Stanford-Binet Test of Intelligence Visual and Quantitative Reasoning Clusters
• Berry & Bucktenica Developmental Test of Visual Motor Integration (VMI) Visual Memory
Woodcock–Johnson Tests of Cognitive Abilities (WJ-III) Picture Recognition
Stanford-Binet Test of Intelligence Bead Memory subtest Visual Attention
Test of Variables of Attention (TOVA)
Continuous Performance Test (CPT) – Conner’s Pragmatic Language
Comprehensive Assessment of Spoken Language (CASL)
Test of Language Competence (TLC) Social Skills Development
Social Skills Rating Scale
Behavioral Assessment System for Children (BASC)
Child Behavioral Checklist (CBCL)
Personality Inventory for Children (PIC)
Vineland Adaptive Rating Scale
Scales of Independent Behavior – Revised (SIB-R) Academic Achievement (Math & Written Language) • Woodcock–Johnson Tests of Achievement – III 1/22/2003 14
• Wechsler Individual Achievement Test – II